The effects of early grade retention: Effect modification by prior achievement and age

J Sch Psychol. 2016 Feb:54:77-93. doi: 10.1016/j.jsp.2015.10.004. Epub 2015 Nov 18.

Abstract

This study examines the effects of early grade retention and different effects according to prior achievement and age. Within a population of children at risk of early retention, we compared the development throughout primary school in mathematics achievement after kindergarten retention, first-grade retention, and continuous promotion. Analyzing data from a large-scale longitudinal study using covariate balancing propensity score weighting, the findings revealed that early grade repeaters would score higher in mathematics if they were promoted each year instead. However, the effects diminished or even disappeared in the long term. Compared to kindergarten retention, first-grade retention was found to be more harmful for the mathematics development of younger children specifically.

Keywords: CBPS; Effect modification; Grade retention; Longitudinal study; Time-varying propensity score weighting.

Publication types

  • Research Support, Non-U.S. Gov't

MeSH terms

  • Achievement*
  • Age Factors
  • Child
  • Child, Preschool
  • Educational Status
  • Female
  • Humans
  • Longitudinal Studies
  • Male
  • Mathematics*
  • Reading*
  • Schools*